Methods of Assessment
Exploring Humanitarian Law (EHL) provides teachers with daily opportunities to find out what their students are learning and what misconceptions they might have. Active teaching methods, such as class discussion, small group work, brainstorming and role-playing all provide such opportunities.
Take five minutes at the end of class to have students write down one-or two-sentence answers to the following questions:
- What did you learn today?
- What remaining questions do you have?
- Read through their responses, and use them to build on students’ knowledge and clarify any misconceptions for the next lesson.
In each module, students are asked to carry out activities such as interviewing people, illustrating concepts with poems, plays or artwork and writing research papers on particular topics.
Keep a folder or portfolio for each student, containing written work, artwork, interviews and news clippings that he or she has contributed in class. Periodically go over the student’s work with him or her to monitor progress in understanding international humanitarian law (IHL).
Post samples of students’ work where all can see.
- In what respects did you accomplish the goal of your project?
- What would you do differently next time?
- What are the next steps to further the project’s goal?
- What did you learn about IHL, humanitarian action and community strengths and resources from the experience?
- Describe three features of the community that your project aimed to help.
- How did your project promote human dignity?
- What did you learn about yourself from the experience?
Criteria for Assessment
- Uses concepts, such as bystander, combatant, dilemma or chain reaction and other terms and concepts in the EHL materials
- Gives concrete examples to back up points
- Includes examples from a variety of sources, such as the news media, interviews, class discussion and outside reading